Implementation of the 2006 Education Amendment Act on indigenous languages in Zimbabwe: A case of the Shangaan medium in Cluster 2 primary schools in Chiredzi District.

Abstract

Abstract This research investigated the extent to which the 2006 Education Amendment Act was being implemented in selected Zimbabwean schools. The amendments were intended to usher into education most of the formerly neglected indigenous languages with the hope of propping up learner performance in schools. The research sought to establish the attitudes of teachers, school heads, pupils and parents towards the use of Shangaan as the medium of instruction in schools where the language is commonly used as L1 in the community. Attitudes of language users were seen to be a significant factor in education language innovation. The research recognizes that there is a gap between policy enactment and policy implementation. Policy implementation will either succeed or fail depending on the attitudes of implementers and the user community.

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